Communicating Phonics - The Communication Trust

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Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with verbal dyspraxiaAn evidence resource to inform next stepsThere’s an overwhelming consensus that verbal skills are themost influential in literacy development 42 and children withspoken language difficulties are at higher risk of literacydifficulties.Additional resources and further supportSpeech and language therapists may use programmes such asthe Nuffield Dyspraxia Programme to gradually help children todevelop their speech sound system and improve their overallclarity. 43Organisations and websites:I CAN - www.ican.org.ukAfasic - www.afasic.org.ukNuffield Centre Dyspraxia Programme - www.ndp3.orgApraxia Kids - www.apraxia-kids.orgDyspraxia Foundation - www.dyspraxiafoundation.org.ukCase StudyKeelie has severe verbal dyspraxia. She’s very difficult to understand.When she works on blending, she often says she knows what theword is, but when she comes to say it she gets it wrong. Sometimesit’s hard to know if she doesn’t know the sounds or just can’t saythem.What helps KeelieStaff have learned Cued Articulation. It helps them to know whatshe does know by letting her use the signs as well as saying thewords; this way she can ‘show’ them the sound she wanted to say.Keelie has extra time to work on her phonological awareness skills.She has gradually improved her phonic knowledge but it has takenlots of practice and she has moved on at a much slower rate thanothers in her class.42 Catts et al, 199443 To find your local speech and language therapy department please go towww.talkingpoint.org.uk/talkinglinks44
Communicating PhonicsSection 4 > Different types of speech, language and communication needs > Children with dysarthriaChildren with dysarthriaGeneral informationHelping to access the phonics screening check• Dysarthria is a movement disorder caused by brain dysfunctionor injury. It results in difficulties in moving the muscles neededfor speech, eating and drinking• Dysarthria occurs in a number of neurological conditions (forexample, cerebral palsy)• Dysarthria can affect precision, speed and/or range of speechmovements, with difficulties controlling breathing neededfor speech resulting in difficulties with controlling volume ofspeech, pitch, rhythm etc• Speech may be slurred, indistinct, nasal, explosive and/ormonotonous for a child with dysarthria•Speech difficulty may range from occasional/mild to beingcompletely unclear. Errors may be affected by tiredness, postureetc. People who know the child well may understand someof what they say, but those who are unfamiliar with them willstruggle• Some children, due to brain damage, have difficulties withunderstanding and expressing language and/or with cognitive skills• Some children with severe dysarthria will require alternativemeans of communication, for example signing or usingpictures/symbols/text or an electronic communication aidPossible issuesIt may be difficult to accessthe phonics screening check,depending on how clear theirspeech isChildren with mild dysarthria maybe able to sound out and blendnon-words recognisably enoughfor the screening test; but formany this would be very difficultDysarthria may accompany othercognitive and/or linguistic problemsWays to helpFor some, an adult who understands thechild’s speech will be able to recognisethe child’s attempts at using and readingreal words, for example, the child mightconsistently say, ‘ga’ for ‘cat’Alternative assessment methods may givevaluable information, for example:• Indicating targets from a selection ofpictures (without text). Paper-basedresources can be used or software such asClicker, Grid 2 or Communicate in Print•Reading a multiple choice list of similarwords to the child who indicates when thetarget word is read. The list should be longenough to reduce the risk of chance;and words should be read in an even tone• A standardised assessment, such as the Preschooland Primary Inventory of PhonologicalAwareness (PIPA) 44 can be used• Assessment of initial sound knowledgeshould include presentations of pictureswithout saying the word aloud, toestablish if the child can access accurateinternal speechIt may be necessary to model andpractice testing procedures in advance44 Ozanne, Dodd et al45
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Communicating Phonics - The Communication Trust

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